After the Indian youths had finished their scanty education, the future that lay before them was of a very uninviting nature. As all the high offices in the service of the country were monopolized by the English, the only positions left for the educated classes of Indians were those of low-paid clerks and assistants in the government offices. No prospect of fame, or wealth, or power opened before them. There was no great stimulus for the pursuit of higher knowledge. The young scholars no sooner began to know their positions in the world than they realized the uselessness of great attainments. Of what use was their learning if they were not to have employment as responsible public administrators of their country and so use their knowledge in the service of India? The extent of the exclusion of the native inhabitants of the country from offices of dignity and high emoluments in the government service may be realized from the following figures. According to the figures of 1913, out of 2,501 civil and military offices in British India carrying monthly salaries of 800 rupees ($266.00) or more, only 242, less than ten per cent were held by Indians; out of the 4,986 appointments carrying a monthly salary of 500 rupees ($166.00), only 19 per cent were held by Indians; and out of the 11,064 appointments carrying a monthly salary of 200 rupees ($66.00) only 42 per cent were held by Indians. Conditions have not changed much since 1913.[46] In order to enable the American reader to realize fully the magnitude of injustice involved in the wrong policies of the English government in India regarding the country’s systems of education and public employment, we shall use our previous illustration once more. Let it be supposed that simultaneously with the consolidation of Japanese power in America it was ordered by the Mikado that henceforth the Japanese language should form the sole medium of instruction in the schools and colleges throughout the United States. The American children would be required to learn the Japanese language before reaching school. The texts given to the youths of the country to study and digest would be books written and published in Japan, from which the names of such national heroes as Washington and Lincoln were excluded, but in which the praises of Japan were sung in high chorus. Shakespeare, Milton, Emerson, Longfellow, and Hawthorne would be excluded from the American school curriculum, and Japanese literature substituted in its place. The business of all governmental departments would be conducted in Japanese, and its official circulars and reports would be printed in Japanese. All the higher posts in the service of the country would be reserved for the Mikado’s own countrymen. The president and his cabinet; supreme, district, and superior court judges; the governors of the states,--all would be appointed in Tokyo from among the Japanese in favor with the government of the Mikado. Native-born Americans